ARELLANO UNIVERSITY - PASIG CAMPUS

ANDRES BONIFACIO HIGH SCHOOL

Pag-Asa Street Barangay Caniogan City of Pasig
SENIOR HIGH SCHOOL DEPARTMENT

DYNAMIC LEARNING PLAN

SUBJECT ORAL COMMUNICATION (GRADE 11)

TOPIC INTERCULTURAL COMMUNICATION
REFERENCE Textbook/s:
 Masong, A. S., Fernandez, E. J., and Semillano, R. Z. (2016). Oral communication for senior high
school. Quezon City. C & E. Publishing, Inc.
 Flores R. (2016). Oral communication in context. Rex Book Store, Inc. (RBSI). Sampaloc, Manila.
2016 (pages 12-26).
 Dapat, J. R., Sadorra, B. E., and Lumabi, B. M. (2016). Oral communication in focus. Quezon
City: Lorimal Publishing. INC.
Internet Source/s:
 Oral Communication in Context (For Senior High School)
Retrieved from: oral_communication in_context__lm_for_shs.pdf
 Intercultural Communication Skills
Retrieved from:https://www.skillsyouneed.com/ips/intercultural communication.html
WEEK 6 DAY M-W-F / T-Th (1 session)

OBJECTIVES  Define intercultural communication

 Demonstrate sensitivity to the socio-cultural dimension of communication with focus on
culture, gender, age, social status, and religion
 Develop appreciation for different cultural perspectives
 Practice effective intercultural communication skills
CONCEPTS DEFINITION AND NATURE OF INTERCULTUAL COMMUNICATION
• Intercultural communication happens when individuals interact, negotiate, and
create meanings while bringing in their varied cultural backgrounds (Ting-Toomey,
1999).
• For some scholars, intercultural communication pertains to communication among
people from different nationalities (Gudykunst, 2003). Still, others look at intercultural
communication as communication that is influenced by different ethnicities, religions,
and sexual orientations.
• Both interpretations show that intercultural communication takes place when people
draw from their cultural identity to understand values, prejudices, language,
attitudes, and relationships (Gudykunst & Kim, 2003). Moreover, this facet of
communication can also be seen as a bargained understanding of human experiences
across diverse societies. Simply put, intercultural communication is the sending and
receiving of messages across languages and cultures.
• Intercultural Communication is the sending and receiving of messages across
languages and cultures (Arent, 2009).
• Intercultural communication refers to the communication between people from two
different cultures. Intercultural communication is a symbolic, interpretive,
transactional, contextual process in which people from different cultures create
shared meanings.

THE DEVELOPMENTAL MODEL OF INTERCULTURAL SENSITIVITY

The Developmental Model of Intercultural Sensitivity (DMIS) offers a structure that explores
ARELLANO UNIVERSITY - PASIG CAMPUS
ANDRES BONIFACIO HIGH SCHOOL
Pag-Asa Street Barangay Caniogan City of Pasig
SENIOR HIGH SCHOOL DEPARTMENT

how people experience cultural differences. According to Bennett and Bennett (2004), it has
six stages. These are the following:
Stage 1: Denial. The individual does not recognize cultural differences.
Stage 2: Defense. The individual starts to recognize cultural differences and is intimidated by
them, resulting in either a superior view on own culture or an unjustified high regard for the
new one.
Stage 3: Minimization. Although individuals see cultural differences, they bank more on the
universality of ideas rather than on cultural differences.
Stage 4: Acceptance. The individual begins to appreciate important cultural differences in
behaviors and eventually in values.
Stage 5: Adaptation. The individual is very open to world views when accepting new
perspectives.
Stage 6: Integration. Individuals start to go beyond their own cultures and see themselves and
their actions based on multifarious cultural viewpoints.

INTERCULTURAL COMPETENCE
It enables a communicator to understand and interact with other cultures by applying
attitudes and values, and understanding interaction skills (Huber & Reynolds, 2014).
It entails acceptance of and respect for one’s cultural identity and open-mindedness and
sensitivity to others.

8 BASIC BEHAVIORS FOR INTERCULTURAL COMPETENCE (Brent Ruben, 1976)

1. Display of Respect
2. Orientation of Knowledge
3. Empathy
4. Interaction Management
5. Task Role Behavior
6. Relational Role Behavior
7. Tolerance of Ambiguity
8. Emotional Expression and Interaction Posture

Barriers to Effective Intercultural Communication

Lehman and Dufrene (2012) identify the following barriers which lead to communication
breakdown when people with different cultural background interact.
• Ethnocentrism
- We all have a natural tendency to look at other cultures through our own lenses.
Ethnocentrism happens when we implicitly believe our way of doing things and
seeing things is the right and only way. As a result, we negatively judge behaviors
that don’t conform to our world vision. We perceive other’s behaviors as odd and
improper. Ethnocentrism also creates an “us versus them” mentality that can be
detrimental. In a previous company I worked for, countless times I’ve heard the
French complain about the Americans in an ethnocentric way and vice-versa.
• Stereotypes
- It’s also common to rely on oversimplified clichés about people from different
cultures. In fact, there are quite a few cross-cultural trainings in the market that
are focused on memorizing cultural differences and can reinforce stereotyping.
Learning about differences can be useful as a starting point. But individuals are
unique; you can never predict a person’s behavior based on his or her nationality.
 ARELLANO UNIVERSITY - PASIG CAMPUS
ANDRES BONIFACIO HIGH SCHOOL
Pag-Asa Street Barangay Caniogan City of Pasig
SENIOR HIGH SCHOOL DEPARTMENT

When we were moving to the UK, French friends told us, The British never invite
you for dinner, which is a common social activity in France. We happen to have
the loveliest British neighbors who invite us for dinner often.
• Interpretation of Time
- Chronemics is defined as the study of how cultures perceive time and its use. The
difference in the perception of time may affect how people view each other;
therefore, it also influences how they interact. In some Western cultures, such as
in America and Canada, time is viewed as important so people make it a point to
keep appointments. On the other hand, in other cultures, time is the cheapest
commodity and an inexhaustible resource. To these cultures, engaging in long,
casual conversations prior to serious discussion or negotiations is time well-spent
in establishing and nurturing relationships.
• Personal Space Requirements
- Proxemics is the study of cultural space requirements. Space operates as a
language just as time does. In all cultures, the distance between people functions
in communication as "personal space" or "personal territory." In the United
States, for example, for intimate conversations with close friends and relatives,
individuals are willing to stay within about a foot and a half of each other; for
casual conversations, up to two or three feet. On the other hand, in other cultures,
such as in Japan, it is essential for people not to step into a person's personal
space.
• Body Language
- Body language is not universal, but is learned from one's culture. Even the most
basic gestures have varying cultural meanings- -the familiar North American
symbol for "okay" means zero in France, money in Japan, and is an expression of
vulgarity in Brazil. Similarly, eye contact, posture, and facial expressions c carry
different meanings throughout the world.
• Translation Limitations
- All teams have a common language, but when some people are more fluent than
others, it creates social distance between members. In global teams, people who
are less fluent in English tend to withdraw from communication, which means the
team may not get all the input it needs. Understanding what’s said can be
challenging if people speak too fast or use too much slang. This also might have
an influence on how people’s competence and performance are perceived. I
worked for an organization where non-English native speakers felt that their
career progression opportunities were not the same as for English native
speakers.
QUESTIONS/ACTIVITY INITIAL TASK: Greetings Rituals Activity
Instructions:
 You are asked to imagine the following situation: Newly arrived at the airport,
everyone is trying to find their host. As we are in a multicultural society, the greeting
rituals can be very different.
 Do the following greeting rituals from different countries and answer debriefing
questions after.

Thailand : Greet with ‘wai’: Place palms together in a lotus bud at your chest, elbows down,
and bow your head slightly
 ARELLANO UNIVERSITY - PASIG CAMPUS
ANDRES BONIFACIO HIGH SCHOOL
Pag-Asa Street Barangay Caniogan City of Pasig
SENIOR HIGH SCHOOL DEPARTMENT

Egypt : Give a firm and long handshake and look straight in the other person’s eyes while
smiling
The Philippines : Give a limp handshake and look down
Malaysia : Touch the other person’s hands with both your hands, then bring them back to
your breast
India : Greet with ‘namaste’ : palms together as though praying and bend or nod
France : Kiss on both cheeks, two times
New Zealand Maori : Rub your nose to the other person’s nose
Turkey (with an elder) : take the person’s hand, kiss the top of it, and then bring that person’s
hand to your forehead

Debriefing questions:
1. Which greeting rituals made you feel (un)comfortable? Why?
2. Were there any greetings that were misunderstood
3. How should we react when faced with different customs? Which rules should apply?
ASSESSMENT/ A. Written task: Exploring Cultural Values Activity
APPLICATION Answer the following questions comprehensively in a separate sheet of paper.
1. Have you ever been in a situation where you were surrounded by members of
another culture or subculture and you did not understand what was happening?
List the key details of one such experience and then describe it.

2. What strategies have you used when you could see problems while
communicating with someone else? What did you do to make your message
clear? What did you do to better understand what the other person was telling
you?

3. In the future you will become professionals, how important having and knowing
intercultural competence when you communicate with people from different
country?

B. Performance Task: Intercultural Exchange Dialog Activity

Directions: With your knowledge of intercultural competence, write a creative
dialog which reflects how a barrier in communicating can arise and how people
can work around it. Use one of the situations below. Write your dialog in 200-
300 words in long bond paper.
 Two medical professionals discussing about which COVID-19 vaccine is
better
 Two people with different religions eating in restaurant
 A rich man and a poor man in the cemetery
 ARELLANO UNIVERSITY - PASIG CAMPUS
ANDRES BONIFACIO HIGH SCHOOL
Pag-Asa Street Barangay Caniogan City of Pasig
SENIOR HIGH SCHOOL DEPARTMENT

 An old person and a young person talking about technological

advancements
 A woman and a man talking about their jobs
 Two people from extremely different countries talking about their
family traditions

Your performance will be assessed using the following rubric.

Poor Fair Good Very Good Excellent
Criteria Description
1 2 3 4 5
Content  The dialog clearly shows how the
difference in backgrounds can
lead to a barrier in
communicating.
 The characters are presented
without biases or stereotypes.
 The dialog presents additional
ideas which are original and fresh.
Language  The language style is appropriate.
 The dialog is free from
grammatical errors.
Adherence to  The dialog uses one of the
Requirements situations listed in the
instructions.
 The dialog follows the word
number requirement.
Total Points (total score multiply by 2)
Scoring Poor – 4 Very Good – 13-16
Fair – 5-8 Excellent – 17-20
Good – 9-12
Comments/Suggestions

C. GENERALIZATION:
“If you talk to a man in a language he understands, that goes to his head. If you talk
to him in his language, that goes to his heart.” -Nelson Mandela

PREPARED BY: NOTED BY: CHECKED BY:

Mr. ELI JOY R. QUE Ms. MARAH JANE B. REYES Ms. HARLENE ROSE V. MAMIIT
Subject Teacher Subject Coordinator Principal, High School Department